<![CDATA[This study aims to describe: (1) The Implementation Process of Experiential-Based Reflective Learning in Tadris Bahasa Indonesia Students; (2) The Experiences of Tadris Bahasa Indonesia Students in Strengthening Metacognitive Abilities through Experiential-Based Reflective Learning; and (3) The Experiences of Tadris Bahasa Indonesia Students in Strengthening Academic Resilience through Experiential-Based Reflective Learning. This study utilizes a qualitative phenomenological design grounded in the constructivist-interpretivist paradigm. Data were collected from reflective journals, in-depth interviews, participant observations, and documentation of the experiential-based reflective learning process involving 30 Tadris Bahasa Indonesia students at UIN A.M. Sangadji Ambon, and were subsequently analyzed thematically. The results of this study describe that experiential-based reflective learning for Tadris Bahasa Indonesia students at UIN Ambon is implemented in a cyclical and contextual manner through: (1) The implementation of experiential-based reflective learning takes place cyclically (Concrete Experience -> Reflective Observation -> Abstract Conceptualization -> Active Experimentation) integrated with reflection-in/on-action; (2) The implementation of reflective learning strengthens students' metacognitive abilities through increased self-awareness, performance monitoring, and regulation of learning strategies; and (3) The interaction between the reflective learning cycle and metacognitive regulation strengthens students' academic resilience through indicators (5C: Confidence, Control, Composure, Commitment, Reframing). Taken together, these three findings demonstrate that experiential-based reflective learning contributes not only to the development of students’ academic and professional competencies but also to their capacity to reflect on experiences, regulate their learning processes, cope with challenges, and develop resilience in complex learning contexts. This contribution underscores the significance of experiential-based reflective learning as a pedagogical approach capable of bridging academic learning with the complex demands of professional practice.]]>
